S. Hirsch, Timothy Lewis, Catherine A. Griffith, Alex Carlson, Christy Brown, Antonis Katsiyannis
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引用次数: 0
Abstract
Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S. local education agency, including demographic differences in FBA-BIP adequacy, and whether two key components could predict FBA-BIP quality. Results indicated variability in the quality rating of key FBA-BIP components and differences in FBA-BIP adequacy by grade level. Furthermore, strong associations were found between the overall quality of the FBA-BIP and the function of behavior as well as whether strategies were matched to the function. We discuss limitations, future research, and implications for professional learning and development.
期刊介绍：
The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.
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